2018
DOI: 10.1080/03057267.2018.1442820
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Abstract: This review examines how natural history museums (NHMs) can enhance learning and engagement in science, particularly for school-age students. First, we describe the learning potential of informal science learning institutions in general, then we focus on NHMs. We review the possible benefits of interactions between schools and NHMs, and the potential for NHMs to teach about challenging issues such as evolution and climate change and to use digital technologies to augment more traditional artefacts. We conclude… Show more

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Cited by 78 publications
(53 citation statements)
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References 128 publications
(134 reference statements)
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“…Directing students to engage with specific exhibits in specific ways and to develop specific understandings can advance the learning of science contents and skills in alignment with the school curriculum. Furthermore, using a school‐like pedagogy in the museum can assist in bridging between the formal and the informal environments, creating a continuous, and more synergistic educational process—in itself a worthy goal (Kisiel, ; Mujtaba et al, ; Tal, ). However, as our analysis shows, such bridging entails a tension between promoting curriculum‐related content knowledge and skills and supporting science identities.…”
Section: Discussionmentioning
confidence: 99%
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“…Directing students to engage with specific exhibits in specific ways and to develop specific understandings can advance the learning of science contents and skills in alignment with the school curriculum. Furthermore, using a school‐like pedagogy in the museum can assist in bridging between the formal and the informal environments, creating a continuous, and more synergistic educational process—in itself a worthy goal (Kisiel, ; Mujtaba et al, ; Tal, ). However, as our analysis shows, such bridging entails a tension between promoting curriculum‐related content knowledge and skills and supporting science identities.…”
Section: Discussionmentioning
confidence: 99%
“…They offer hands‐on experience, develop students' social and motor skills, and foster student motivation to learn (Itzek‐Greulich et al, ; Lavie Alon & Tal, ). Informal environments can play a key role in the development of scientific literacy, skills, dispositions, practices, and knowledge (Mujtaba, Lawrence, Oliver, & Reiss, ; Peleg & Baram‐Tsabari, ; Wünschmann, Wüst‐Ackermann, Randler, Vollmer, & Itzek‐Greulich, ), as well as science identity (Pattison, Gontan, Ramos‐Montañez, & Moreno, ; Williams et al, ).…”
Section: Background and Conceptual Frameworkmentioning
confidence: 99%
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“…The content and style of those explanations vary widely, as museum educators need to embrace the diversity of visitors (Vlach & Noll, ), who differ not only in terms of how they understand the message, but also in terms of what they consider worth knowing (Callanan & Jipson, ). Indeed, even for children in school groups, learning in museums is inevitably driven by their choice, that may or may not be aligned with the teachers' or with the museums' learning agendas (Falk & Dierking, ; Mujtaba, Lawrence, Oliver, & Reiss, ). This learning context puts pressure on museum educators as they need to understand the audience well to explain science in a way that is relevant, interesting, and engaging for the learner (Rennie, ).…”
Section: Introductionmentioning
confidence: 99%